6501 research outputs found
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INDIVIDUALIZING SOCIAL-EMOTIONAL LEARNING FOR INFANTS AND TODDLERS WITH SPECIAL NEEDS
No full textInfants and toddlers develop socially and emotionally at different rates, and children with special needs face added challenges that require intentional support. Social-emotional learning (SEL) in the earliest years builds the foundation for school readiness, relationships, and lifelong success. This qualitative case study explored how infant and toddler teachers individualize SEL for children with special needs in one inclusive, culturally diverse early childhood program. Four teachers participated through semi-structured interviews, classroom observations, and a focus group. Program documents and lesson plans supplemented the data. Guided by the SEFEL framework, double-loop learning, and culturally responsive pedagogy, the study found that teachers individualized SEL by building strong relationships, embedding strategies in routines, and collaborating with families and colleagues. However, limited time, resources, and coaching affected consistency. Findings highlight the need for targeted professional development, leadership support, and equitable SEL tools to strengthen individualized SEL for infants and toddlers with special needs. Keywords: social-emotional learning, infants and toddlers, special needs, cultural responsiveness, individualizatio
EXPLORING THE EFFECT OF NANOMODIFIERS ON THE SELF-HEALING PROPERTY OF ASPHALT BINDERS
No full textThis study aimed to investigate the influence of nanomodifiers on the self-healing of asphalt binder. Two base asphalt binders, PG 58-28, and PG 64-22 were modified with nanoalumina, nanoclay, and nanosilica at 1%, 3%, and 4% dosages by weight of binder. After performance grading and storage stability tests, Fourier Transform Infrared Spectroscopy (FTIR) assessed changes in unaged and short-term oxidized binders. Additionally, thermodynamic properties i.e., Surface Free Energy (SFE), of nanomodified binders were assessed via the sessile drop method. Finally, this study conducted healing characterization using the Modified Time Sweep and Linear Amplitude Sweep Healing tests. Moreover, this study looked into nanomodifiers on mitigating the negative impact of oxidation on self-healing capabilities of asphalt binder. The findings showed that nanoparticles had binder-specific and dose-dependent effects on SFE. Notably, oxidation had a lesser impact on PG 58-28 than PG 64-22 after nanomodification. Furthermore, nanomodification increased molecular mobility and aliphatic chain length slightly in PG 58-28, particularly with nanosilica and nanoclay at higher concentrations. Healing mastercurves, developed for PG 58-28 nanomodified binders under pre-failure conditions, demonstrated that nanomodifiers reduced impact of oxidation on binder healing potential. These results remained consistent across lower reduced rest periods for various nanomodified binder concentrations
COMBINATORIAL THERAPEUTIC STRATEGIES TO COMBAT MULTIDRUG-RESISTANT ACINETOBACTER BAUMANNII
No full textAcinetobacter baumannii is an opportunistic Gram-negative pathogen that poses a significant global health threat due to its remarkable ability to acquire multidrug (MDR) and extensively drug-resistant (XDR) phenotypes. Therapeutic failures are increasingly common as strains develop resistance to nearly all available antibiotics, including carbapenems, polymyxins, and tigecycline, leaving clinicians with limited treatment options. This study aimed to investigate combinatorial therapeutic approaches capable of revitalizing antibiotic efficacy against MDR/XDR A. baumannii clinical isolates. We evaluated the synergistic potential of durlobactam-sulbactam in combination with twelve commonly used antibiotics, including amikacin, rifampin, tobramycin, tigecycline, cefiderocol, and others. Initial screening using the disc diffusion assay identified strains M1 and M2 as highly resistant, showing no zones of inhibition with most monotherapies. However, when combined with durlobactam-sulbactam, several antibiotics demonstrated enhanced activity, evidenced by increased inhibition zones. These preliminary findings were validated through checkerboard synergy testing, which quantified the fractional inhibitory concentration index (FICI) to confirm synergistic interactions. Furthermore, we incorporated a practical infection control side project that introduced a bleach-spot assay as a rapid tool to distinguish mold from dirt in hospital settings, thereby reducing unnecessary room quarantines and preserving critical patient space. The findings from this research highlight the potential of strategic antibiotic combinations, particularly those involving novel β-lactamase inhibitors, to restore antimicrobial activity against otherwise untreatable strains. These insights are essential for guiding clinical decision-making and developing effective therapeutic regimens in the ongoing battle against antimicrobial resistance
EXAMINING THE SCIENCE OF READING FOCUSING ON PHONEMIC AWARENESS AND MULTICULTURAL LITERATURE TO ENHANCE READING ACHIEVEMENT AMONG AFRICAN AMERICAN STUDENTS
No full textThis mixed-methods action research study examined how implementing the CKLA, Core Knowledge Language Arts, curriculum, founded in the science of reading, enhanced the reading achievement among first-grade African American students. The purpose of the study was to explore how phonics instruction, specifically phonemic awareness, and multicultural literature would improve literacy. The study was guided by Ivankova’s six-phased mixed methods model integrating quantitative and qualitative data. The quantitative data collected included the DIBELS, Dynamic Indicators of Basic Early Literacy Skills, benchmark and progress monitoring assessments. The qualitative data included student work samples, multicultural literature lessons, and open-ended student responses. The quantitative data revealed consistent increases in DIBELS scores from fall to spring. The qualitative findings suggested that integrating multicultural literature fostered students’ cultural awareness and reading engagement. The findings of the study emphasized the importance of teacher leadership in using the data to sustain literacy growth
DEVELOPMENT OF SALINOMYCIN ANALOGS AS POTENTIAL ANTI-CANCER AGENTS
No full textSalinomycin, a poly-ionophore antibiotic originally isolated from Streptomyces albus, exhibits antimicrobial activity against Gram-positive bacteria. Over the years Salinomycin has been studied in the effects it has on cancer, specifically cancer stem cells. Poly(ADP-ribose) polymerase (PARP) is an enzyme involved in DNA repair. Inhibiting PARP has been explored as a strategy in cancer treatment, particularly in cancers with defective DNA repair mechanisms, such as those with BRCA mutations. The benzo-thiazoles, and -imidazoles are identified as inhibitor scaffolds, which compete with nicotinamide in the binding pocket of human poly- and mono-ADP-ribosylating enzymes. Benzothiazole, and benzimidazole based compounds particularly with modification at C2 position have shown significant PARP inhibitory action and selective cytotoxicity against breast cancer cell line (MCF-7). Based on the prior established anticancer activity of salinomycin, we undertook the synthesis of salinomycin conjugates at C1 carboxylic acid position by coupling with various substituted thiazoles, and imidazoles. The purity of the samples was established using 1H NMR and 13C NMR analysis and further quantified by LC-MS
BRIDGING THE GAP: A MIXED-METHODS STUDY EXPLORING THE RELATIONSHIPS BETWEEN STUDENT-TEACHER DEMOGRAPHIC MISMATCH AND STUDENTS’ PERCEPTIONS OF FAIRNESS, INCLUSION, AND ACHIEVEMENT
No full textThis study examines the relationships between student-teacher demographic mismatch and students’ perceptions of fairness, inclusion, and achievement. The purpose of this research was to determine how race, gender, and SES mismatch between students and teachers is related to their feelings of belonging and academic outcomes. A mixed-methods study was conducted involving a combination of survey data, student performance records, and student interviews. Results from the study indicated a relationship between student-teacher gender match and GPA, student-teacher racial match and GPA, and student-teacher racial match and attendance outcomes. Although not statistically significant, the data collected also highlighted trends between student-teacher SES match and GPA. These findings were explained and used to inform the creation of an action plan that schools can implement to enhance student-teacher relationships, as well as work to create a more diverse teaching staff
A STUDY OF EARLY CHILDHOOD COACHES’ PREPAREDNESS TO IMPLEMENT LGBTQ+ AFFIRMING SOCIAL–EMOTIONAL PRACTICES
No full textThis qualitative collective instrumental case study examined how early childhood consultation specialists (coaches) perceive and implement LGBTQ+ affirming practices in early learning environments serving children from birth to five. Although legal and policy advancements have increased recognition of LGBTQ+ identities, early childhood education remains an underexamined context for inclusive practice. Grounded in a constructivist and interpretivist paradigm and informed by Queer Theory, Transformative Leadership Theory, Practice-Based Coaching, and the Pyramid Model, data were collected through interviews, surveys, and reflective field notes with a purposeful sample of New Jersey coaches. Findings highlight how coaches define inclusion, navigate organizational conditions, and identify gaps in training and systemic support needed to embed LGBTQ+ affirming practices in professional learning and early childhood settings
Densest Subgraph Discovery On The CPU
No full textThe Densest Subgraph Discovery (DSD) problem is a prevalent problem in the field of graph mining, aiming to find the cohesive subgraph. Given a graph �� = (��,��) and an integer �� ≥ 2, the goal is to find a vertex sub- set �� ⊆ �� whose induced subgraph �� (��) maximizes the ��-clique density, defined as the number of ��-cliques per vertex. Larger val- ues of �� capture higher-order connectivity patterns beyond edges, enabling the discovery of more cohesive structures. There have been many solutions to this problem. However, one avenue that other graph mining problems have gone down is parallel programming, which executes many commands simultaneously for more efficient programs. What we have done is applied parallel programming on the GPU to a DSD solution called CoreExact in a two-fold effort. This is done in hopes of both creating a more efficient solution to the DSD while also serving as further research and precedent for the efficacy of parallel programming using the GPU
DEFINING AND EVALUATING PERFORMATIVE ACTIVISM: A MIXED METHODS APPROACH
No full textActivism, specifically Performative Activism (PA), has been difficult to study due to its wide variation and individual complexity. Study 1, a qualitative exploration of PA, involved interviews with 9 individuals, who were highly variable on the ADDRESSING Framework, regarding their experiences with and opinions on PA. Study 1 used Reflexive Thematic Analysis to identify 6 behavioral markers of PA which were used to create a definition of Performative Activism based on the voices and opinions of diverse people in activist spaces. Study 2 was an ABA (test-retest) design using fictional scenarios to train participants to identify PA. Participants were 54 college students from Rowan University. A paired T-test was used to identify any changes in the percents of questions answered correctly between the pre- and post- tests. Participants saw a slight increase (6%) in the percent of questions answered correctly, but this increase only approached statistical significance (p=0.94). Participants who scored 50% or lower on the pre-test (n=15) saw a statistically significant (p\u3c 0.001) change (29%) in their scores. While this sample size was small and lacked statistical power, Study 2 proposed a potential paradigm which could be refined and further studied to train individuals to identify and change performative behavior in the future
EXAMINING THE SCIENCE OF READING FOCUSING ON PHONEMIC AWARENESS AND MULTICULTURAL LITERATURE TO ENHANCE READING ACHIEVEMENT AMONG AFRICAN AMERICAN STUDENTS
No full textThis mixed-methods action research study examined how implementing the CKLA, Core Knowledge Language Arts, curriculum, founded in the science of reading, enhanced the reading achievement among first-grade African American students. The purpose of the study was to explore how phonics instruction, specifically phonemic awareness, and multicultural literature would improve literacy. The study was guided by Ivankova’s six-phased mixed methods model integrating quantitative and qualitative data. The quantitative data collected included the DIBELS, Dynamic Indicators of Basic Early Literacy Skills, benchmark and progress monitoring assessments. The qualitative data included student work samples, multicultural literature lessons, and open-ended student responses. The quantitative data revealed consistent increases in DIBELS scores from fall to spring. The qualitative findings suggested that integrating multicultural literature fostered students’ cultural awareness and reading engagement. The findings of the study emphasized the importance of teacher leadership in using the data to sustain literacy growth